Research Setting RESEARCH METHODOLOGY

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1. Questionnaire

Questionnaire, according to Hopkins 2008, can be a simple way to collect as much information as needed p. 118. In this study, the writer needed to collect the information about the students’ experiences, interests, lacks, and needs as well as the experts’ feedback on the designed materials. Thus, the questionnaire was used to collect the information needed. There were two questionnaires used in this study. The first questionnaire was addressed to the eighth graders of SMP Negeri 2 Yogyakarta. It aimed to collect the information about the students’ experiences, interest, lacks, and needs. The questionnaire was written in Bahasa Indonesia to help make it easy to be understood by the students. It is as clarified by Fraenkel Wallen 2009 that a questionnaire should be attractive and easy to answer. Thus, the use of Bahasa Indonesia for the questionnaire to the students enables students to answer the questions easily. Furthermore, the type of questions used in the first questionnaire was close-ended question. The questions were about the students’ experiences, lacks, interest and needs on the listening class. The second questionnaire was addressed to the experts for the verification of the designed materials. The experts can also be called as the evaluators. In this study, the evaluators were two eighth grade English teachers of SMP Negeri 2 Yogyakarta and two English Language Education Study Program lecturers of Sanata Dharma University. Therefore, the questionnaire was addressed to them. There were two parts in the questionnaire: part A and B. Part A contained close-ended question or multiple-choice question while part B 44 contained the open-ended question. In part A, the close-ended question form provided lists of questions completing with the choices of possible answers as stated by Fraenkel and Wallen 2009 “Multiple-choice questions allow a respondent to select his or her answer from a number of options” p. 396. Thus, the participants are able to answer the questions easily by considering the suitable answers from the choice. In part B, the open-ended questions were used to gain the free comments and suggestions from the evaluators on the designed materials. It is in accordance with Wiersma 1995 “Open-ended items allow the individual more freedom of response because certain feelings or information may be revealed that would not be forthcoming with selected-response items” p. 181. Thus, to give the evaluators spaces to freely answers the questions using their own words, the open-ended questions were given.

2. Interview

The interview was conducted in this study in order to collect deeper answer and additional information from the participants related to the teaching learning activities as well as the students’ difficulties in listening class. Therefore, the writer intended to interview the two eighth grade English teachers of SMP Negeri 2 Yogyakarta. The features of questions focused on the teachinglearning activities and the students’ difficulties in listening class. There were fourteen questions which covered teacher’s teaching experience in listening class, the way of delivering the material, various kinds of teachinglearning activities, as well as the students’ difficulties in listening class.